Abstract
Online teaching has been massively conducted during the novel coronavirus period all over the world. How to evaluate online teaching has been increasingly researched recently. This study looked at how English as a foreign language (EFL) teaching was delivered online by university teachers during the COVID-19 pandemic. We investigated university teachers and students’ perception of effective EFL online teaching and learning based on several evaluation modes in using technology in education. Data were collected using questionnaires and interviews from teachers and students in a variety of provinces in Mainland China. The results showed that various methods were used to deliver online EFL courses and these approaches are found to correlate with each other. Teachers and students provided positive comments on online teaching and were satisfied with their online teaching and learning. Participants also noted effective ways in online EFL teaching. The findings indicated that when teachers have more training, more skills, and more confidence, they could deliver more effective online teaching and learning.
Highlights
During the COVID-19 pandemic, a large number of schools and universities all over the world had to move face-to-face classroom teaching to online teaching
The results from the questionnaire answered by college students show that most of their teachers delivered courses via combing live online teaching with recorded lessons (46.48%). 42.72% of their teachers merely taught live online lessons and 10.33% only provided recorded lessons
The findings show that students-teachers interaction or student-student interaction either by video, audio, or typing messages are perceived crucial and effective in online English as a foreign language (EFL) teaching, echoing previous studies of the vital role of the interaction in an online teaching environment (Garrison et al, 1999; Pineda et al, 2021; Warner-Ault, 2020; Wei, 2018)
Summary
During the COVID-19 pandemic, a large number of schools and universities all over the world had to move face-to-face classroom teaching to online teaching. Many countries have launched policy and support to enhance online teaching from primary to university education. A variety of online platforms have provided appropriate functions and tools to help teachers to conduct online teaching, such as Zoom, Skype, BigBlueButton, Dingding, etc. Online education has become the only substitute for many universities in this special circumstance. There is a need to investigate the effectiveness of online courses in the COVID-19 context. Studies regarding the relative effectiveness of online education compared to traditional classroom teaching are important for stakeholders such as policymakers to evaluate online teaching (Bernard et al, 2004)
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